The Gifted Student

Kathryn Chval; Jane Davis

Differentiating instruction for gifted students can enhance participation, engagement, and mathematical learning for all students. The purpose of this article is to (a) discuss gifted students’ perception of their participation to middle school mathematics classrooms; (b) explain how one teacher differentiated a mathematical task to engage all her students; and (c) discuss considerations for other middle school teachers tackling the challenge of differentiation.

This is available to members of NCTM. If you are interested in a NCTM membership, join now. You may also purchase this article now for online access.